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Change Leadership for Technology Integration
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Change Leadership for Technology Integration
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This course proceeds or should be done concurrently with the “Planning for Technology Integration” course during which the initial planning for e-learning  and technology in the school is completed. During this course we strategise around several key elements of change leadership, such as capacity building and the cultures of learning and evaluation, which will help to sustain the change and continue growing a sense of ownership of the e-learning vision. The course also addresses ongoing implementation issues regarding support and maintenance and facing challenges adaptively.

Why Change Leadership?
When new and innovative approaches are adopted in a school e-learning plan, new technologies may be identified as resources. Both represent change/transformation in the school. Implementing a School Technology Plan requires management of processes as well as people and technology. If process and technology are changing in a school, stakeholders (the people concerned) need to feel ownership of the direction of change if educational transformation is to succeed. Therefore, being a technology leader in the school requires an understanding of the process of change leadership, because ultimately it's all about the people, especially the teachers and learners.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/13/2017
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Designing Learning
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Designing Learning
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The purpose of this course is to inspire you to explore the possibilities of teaching in innovative, educationally sound ways. It is a foundational course which can provide an impetus for a more detailed exploration of various aspects of innovative teaching and learning, both in terms of your own practice (as a stand-alone), but also specifically as a basis for the other courses. You will critically evaluate some current innovative approaches which are broadly constructivist in approach. By becoming familiar with some key concepts and some principles of instructional design, you will understand the need to adopt and foster a constructivist approach. You will be introduced to the habit of reflecting on your own practice, and also to discussion and collaboration within the group studying the module, thereby setting up those skills for future modules.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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ICT Essentials for Teachers Curriculum Guide
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ICT Essentials for Teachers Curriculum Guide
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This is a manual that shows the curriculum coverage of the Rwanda ICT Essentials for Teachers Course. It provides the course structure, the specific competencies, and provides a suggested facilitation process

Subject:
Education
Material Type:
Full Course
Provider:
Ministry of Education (Rwanda)
Author:
Rwanda Education Board
Date Added:
11/30/2016
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ICT Essentials for Teachers - ICT & Physical Environment
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ICT Essentials for Teachers - ICT & Physical Environment
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This is a unit of study whose competency is to intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class.
The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.

Subject:
Education
Material Type:
Unit of Study
Provider:
Ministry of Education (Rwanda)
Author:
Rwanda Education Board
Date Added:
10/29/2016
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ICT and the Physical Learning Environment
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ICT and the Physical Learning Environment
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A unit of learning developed as part of the Kenyan ICT CFT Course. A teacher should organise the physical environment to support the needs of the syllabus and the ICT tools. So on completion of this unit you will be able to identify the pros and cons of using computer labs, use ICT effectively in a classroom setting and use ICT in a community setting.

Subject:
Education
Material Type:
Unit of Study
Provider:
Ministry of Education Science and Technology (Kenya)
Author:
Andrew Moore
Eunice Wambugu.
Date Added:
10/11/2016
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ICT for Human Resource Planning
Conditions of Use:
No Strings Attached
ICT for Human Resource Planning
Rating

A unit of study to introduce participants to the idea that the effective integration of ICT into a learning environment (classroom and computer lab) requires careful thought and planning, particularly with regards to time and human resources, and that there are many ICT tools available to the teacher to assist with this process.

Subject:
Education
Material Type:
Unit of Study
Provider:
Guyana Ministry of Education
Author:
National Center for Educational Resource Development (NCERD)
Date Added:
11/11/2016
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ICT in Education Course
Conditions of Use:
No Strings Attached
ICT in Education Course
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This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT).
While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides.
This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information).
But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.

Subject:
Education
Material Type:
Full Course
Provider:
Commonwealth of Learning
Commonwealth Secretariat
Ministry of Education (Guyana)
Author:
National Center for Educational Resource Development (NCERD)
Date Added:
10/11/2016
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Innovative Approaches to Learning with Technology
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Innovative Approaches to Learning with Technology
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Teachers require the competencies and knowledge to implement learner-centred classrooms that integrate technology and foster innovative teaching and learning practices. This course builds on the foundations of knowledge of learning theories and basic technology-enhanced teaching to focus on more innovative classroom activities. This course also focuses on learner engagement, developing 21st Century skills and engaging learners in knowledge-building tasks.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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Kenyan ICT CFT Course
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Kenyan ICT CFT Course
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The KICTCFT course is an intermediate level ICT integration course. It builds on what teachers already know and encourages them to apply their knowledge and skills in the classroom. It is at the Knowledge Deepening level and will require teachers to do rather than just know. It focuses on a number of ICT competencies drawn from the UNESCO ICT Competency Framework for Teachers (CFT).

Subject:
Education
Material Type:
Full Course
Provider:
Ministry of Education Science and Technology (Kenya)
Author:
KICD
MoEST
TSC
Date Added:
10/11/2016
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Mixed Pace Group Work with and without ICT
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Mixed Pace Group Work with and without ICT
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In this session you will learn about:
pace grouping and its effect on students;
strategies to discourage copying during mixed pace group work;
differentiation by
- task,
- support,
- outcome
as ways of allowing students to access work at their level and ensuring that all students produce results and progress in their learning

Success criteria.
To meet the learning intentions you will:
listen to teachers talking about their experiences of using pace groups and discuss
discuss strategies to discourage copying by students during mixed pace group work
read some background text on differentiation and consider if its use might enable teachers to set high expectations of all students
plan to teach a mixed pace group work activity with ICT.

Subject:
Education
Material Type:
Unit of Study
Author:
Abel Makonga
Agness Tembo
Bjoern Hassler
Janet Blair
Nitu Duggal
Sara Hennessy
Wei Shin Leong
Date Added:
03/06/2017
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Moodle in the cloud
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Moodle in the cloud
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This unit is intended to get you started on your journey of using Moodle. We will be covering simple tasks such as how to insert content, create a quiz and use an interactive tool such as forums.

Subject:
Educational Technology
Material Type:
Unit of Study
Author:
Matthew Goniwe School of Leadership and Governance
Date Added:
11/24/2017
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Organising ICT in the classroom
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Organising ICT in the classroom
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As teachers, we are able to use a variety of ICT tools in our classrooms. Many of us have access to computers, whiteboards, tv, tablets and cellphones. These digital resources can all be used for teaching and learning. But, how do we protect expensive technology but also serve the syllabus requirements in the best way possible? How do we organise digital resources in the classroom so we get the most to support and reinforce learning activities and social interactions?

This unit will look at these issues and policies around them.

Subject:
Educational Technology
Material Type:
Unit of Study
Author:
Matthew Goniwe School of Leadership and Governance
Date Added:
11/24/2017
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Physical Learning Environment
Conditions of Use:
No Strings Attached
Physical Learning Environment
Rating

A unit of study to introduce in-service teachers to the topic of properly arranging and managing physical resources so as to produce flexible learning environments, allowing learners to work productively as individuals or in groups.

Subject:
Education
Material Type:
Unit of Study
Provider:
Guyana Ministry of Education
Author:
National Center for Educational Resource Development (NCERD)
Date Added:
11/11/2016
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Planning Learning Through Projects
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Planning Learning Through Projects
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In earlier courses you learned about the key educational principles behind innovative approaches to learning and how digital literacy prepares students for a digital society. One way of bringing this approach to life in the classroom is through project-based approaches to learning. The purpose of this course is to provide participants with an understanding of the key components of a structured project and we will use the WebQuest as an example. The course is practical, exploring and analysing existing projects, and inviting participants to develop their own project using a 4-part structure. A planning template provides a “place” where the various ideas and aspects involved in a project design can be systematically collected. Where relevant, the concepts underlying the various aspects of a project are referenced and briefly explored.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/13/2017
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Professional Development with Technology
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Professional Development with Technology
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Research demonstrates that teacher professional development is most effective when it is school-based and when teachers see it as directly relevant to teaching and learning. In the digital age, professional development activities have become de-centralised and individualised. At the same time they have become globalised and collaborative. In this course, you will select a focus for your own professional development and experience the variety of resources and tools available.

You will develop recommendations for leading professional development at your school. This course builds foundational knowledge and technology skills useful for participating in the CCTI programme and for planning a school-wide professional development strategy in Course 8: Planning for Technology Integration.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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UNESCO ICT Competency Framework for Teachers (2011)
UNESCO ICT Competency Framework for Teachers (2011)
Rating

UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problemsolving, creative learners through using ICT so they will be eff ective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

Understanding ICT in Education
Curriculum and Assessment
Pedagogy
ICT
Organisation & Administration
Teacher Professional Learing

The Framework is arranged in three diff erent approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more effi ciently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfi lling and prosperous societies.

Subject:
Education
Material Type:
Syllabus
Teaching/Learning Strategy
Provider:
UNESCO
Date Added:
01/01/2011
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When to Use Group Work and How to Manage It
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When to Use Group Work and How to Manage It
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In this session you will learn about:
when and why to use group work in the classroom and three different aspects of managing group work:
- group composition and formation
- ground rules during group work
- group size and seating arrangement
- "carousel" group work (sometimes called a circus of activities) where different groups do the same activities but in a different order

Success criteria.
To meet the learning intentions you will participate in a magic microphone reasoning activity, suggesting a specific example of when group work could be used in the classroom with reasons, work as part of a small group on one aspect of managing group work and prepare and deliver a presentation on it to the whole group, actively listen to other groups presentations on two other aspects of managing group work, watch a video and discuss 'carousel' group work, thinking particularly about its use in a limited resource environment

Subject:
Education
Material Type:
Unit of Study
Provider:
University of Cambridge
Provider Set:
University of Cambridge Faculty of Education
Author:
Abel Makonga
Agness Tembo
Bjoern Hassler
Janet Blair
Nitu Duggal
Sara Hennessy
Wei Shin Leong
Date Added:
03/06/2017
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